SEED Project 2 - Guidance on Homophobic Incidents

Recommendations

"The homophobic issue it's new in schools, we don't know how to deal with it, what's the most appropriate way, do you come down heavily on the child or a light touch approach - and it's that that takes confidence away from teachers, they don't know how to deal with it because it hasn't been in place…I mean everyone's looking for guidance on how best to deal with it really"

Phase 1: Recommendations

LGBT Youth Scotland was commissioned by the Scottish Executive Education Department ( SEED) to review the practice that schools and Education Authorities ( EAs) employ to deal with homophobic incidents, prejudice and harassment. The research also examined staff and pupil awareness of homophobic bullying and how to deal with incidents. With agreement from SEED, LGBT Youth Scotland widened the scope of the research to address key issues of teacher's confidence, barriers to dealing with incidents, homophobia and heterosexism in Scottish schools.

These recommendations to SEED will inform a set of actions to be carried out in Phase 2 of the project.

Education authorities to monitor the inclusion of homophobia in policy

SEED to reinvigorate LGBT Education Forum via new network

Inclusion of homophobia in SEED, EA and school level anti-bullying and equal opportunities policies

Young people and the wider school community engaged in policy development

Inclusion of homophobia in policy is assessed through Quality Assurance or other monitoring framework

4.1 Pastoral Care

5.1 Climate and relationships

5.3 Equality and fairness

7.1 Aims and policy making

2.

Leadership, teaching and curriculum

The importance of commitment at a senior level in schools and EA to challenging homophobia should be promoted by SEED.

Continuing Professional Development ( CPD) should be available to EA and school management on how to identify and challenge homophobia in the school community. Homophobia and lesbian, gay, bisexual and transgender ( LGBT) issues more broadly should be included in Initial Teacher Education ( ITE).

There should be greater inclusion of LGBT issues in the curriculum, particularly in areas like citizenship, PSD and RME.

Signposts to support and specialist services for LGBT young people should be available to all young people in schools.

SEED to develop online central resource for teachers, young people and parents about addressing homophobic bullying

SEED and LGBT Youth Scotland to disseminate Project 2 research via research seminar and Executive website

SEED to develop and roll out 'train the trainers': training for teachers (including teachers in training) on how to challenge homophobia

SEED to work with LTS and others to produce curriculum which includes LGBT young people

Evidence of EA and school management commitment to challenging homophobia in the school community

EA offer CPD on challenging homophobia

Resources, lesson plans and other materials are available which include LGBT issues and help challenge homophobia

1.2 Courses and programmes

3.2 The teaching process

4.1 Pastoral care

4.2 Personal and social development

5.1 Climate and relationships

5.3 Equality and fairness

7.4 Leadership

3.

Young People

The existence of homophobia in schools must not be overlooked or underestimated. Homophobic bullying merits the same treatment as other forms of bullying in the school environment.

Mechanisms for young people to report homophobic bullying and seek support must respect confidentiality and deal with incidents in a sensitive and inclusive way.

The importance of a commitment by young people to challenging homophobia should be encouraged.

SEED to work with schools to develop pilot buddy/mentoring system around homophobic bullying and report findings

SEED to disseminate project findings/training with generic youth organisations like Youthlink, Children 1 st and others

National LGBT Youth Council to pilot work on gay/straight alliance

Confidentiality relating to a young person's sexual orientation is respected

Young people are consulted on policy, recording and approaches to dealing with homophobic bullying

Young people are aware of their school anti-bullying and equal opportunities policies

Young people have access to appropriate information and support via websites, posters and other resources

4.1 Pastoral care

4.2 Personal and social development

5.1 Climate and relationships

5.3 Equality and fairness

7.1 Aims and policy making

4.

Parents

It should be recognised that young people in the school community may have LGB or T parents, brothers, sisters, carers or friends and that this might be a source of homophobic bullying. The school should make it clear that this will be challenged appropriately and in consultation with parents.

The school should promote awareness amongst parents, carers and parent representatives about school policy and procedures to tackle homophobic bullying.

SEED to work with LTS via the Parentzone initiative to provide information for parents on homophobic bullying

SEED to work with Parents Enquiry Scotland to provide information for parents on homophobic bullying

SEED to include homophobic bullying in initiatives on bullying with parents

Education authorities and schools to recognise the diversity of parents and carers, including LGBT parents

Parents information/induction evenings on school approach to bullying make mention of homophobic bullying

School handbook mentions school anti-bullying policy and reference to homophobia

LGBT parents are offered the chance to inform school about family/home life

4.1 Pastoral care

4.2 Personal and social development

5.3 Equality and fairness

5.4 Partnership with parents, the School Board and the community

5.

Approaches to working with young people

A more preventative approach should be taken to challenging homophobic bullying in schools accompanied by a more proactive approach to raising LGBT issues in general.

Approaches suggested in the research have included circle time with younger children, theatre in education ( TIE) with older pupils, increased inclusion of LGBT issues and same-sex relationships in the curriculum, inviting external speakers into the school from the LGBT community and the voluntary sector.